Kwanzaa and Me: Analysis A. Review of the Story The story provided an excellent discussion of the many issues that surround race in schools, it centered on the topic about whether integrated schools were more beneficial than segregated schools. This book focuses on young children in the early grades, listening to parents and racial integration. The author wanted to find the truth that is surrounding multicultural classrooms from those that are involved in it. This book includes many side stories, which serve to explore the concepts, and displays them in a clear way; it also added depth to the book. This book was well written and shows all sides of multicultural education. It does not take one side in particular and it encourages people to explore multicultural education in a new light. B. What impact did this story have on you? This story has affected me in a few ways. One of the ways was how children think and see the world. One of the ways is how children see and picture racial equality. They do this in a way that many adults are not readily capable of doing, or choose not to. From the story early on we are told of a girl named Kesha who distinguishes beyond the socio-typical distinctions of black and white, when she states, “‘Okay, peach with spots for you and brown without spots for me, except his one and this one on my cheek”’ (Paley, pg. 15). In another part in the story, the author says two children, Jeremy and Martha, playing a game of Guess Who? Jeremey asked
This paper is intended to explore and report upon the topics posited by Tyrone C. Howard in his book, Why Race and Culture Matter in Schools: Closing the Achievement Gap in Americas Classrooms. Closely examining each and every chapter as they come and how the structure of this book gives a detailed framework and guidance system for novice and experienced teachers to take their pedagogical skills to more diverse and multicultural levels. Also, this paper will review a few lessons or projects that can be adapted and used within my personal educational institute in order to create
This essay will be on the Segregation in Modern American Schools, how it affects the students, why it occurs, and the strides need to integrate. I picked this topic because I came from a town that was predominantly white. Therefore my school was predominantly white as well. I have always wondered if coming from this type of school has hindered my ability to interact with people of a different race, culture, or background. I also thought of how my education would have been different if I had been taught at a more diverse school. I would have learned more about other types of people not only from my teachers, but from my peers. I have always been interested in this topic and I think it affects more people than we think. Of course, it affects the students, but it also affects the teacher and the mass public. Culturally segregated schools are hindering learning environments. Black teachers teach at black schools, White teachers teach at white schools, so on and so forth with every race. The public is affected; because the schools in their area are not divers meaning their community is not diverse. Diversity is a catalyst for growth in all people. School and education is a great place to start the
The transcript of “Racial Segregation in American Schools” is one of the many things that continue to convey the theme through Pathos. When the principal of Central High School explains how it felt to be inside a mixed school, he included how it made him
Through the reading of Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development and A Good Time for the Truth: Race in Minnesota I have not only learned about the experiences of others, but have also gained a deeper understanding of my own racial and cultural identity and how that relates to other identities around me. In learning this information, I feel that I will not only be able to understand and relate better to my future students, but also understand their backgrounds and how they are affecting them presently. Therefore, I will be able to teach to individuals in the way they need me to, but also create a more welcoming and inclusive environment (racially, culturally, and otherwise) in my future classroom. The information I have read has helped me to understand my own racial and cultural identity, how it relates to the identities of my future students, and what I can do to make educational institutions more racially and culturally inclusive.
Multicultural Education in a Pluralistic Society, Seventh Edition, by Donna M. Gollnick and Philip C. Chinn. Published by Prentice-Hall/Merrill. Copyright © 2006 by Pearson Education, Inc.
For more than two decades, school psychology has known about the necessity for, and importance of, developing multicultural competence (Fouad & Arrendondo, 2007). From research, ethics, and practice standards, school psychologists and other school personnel have been aware that an effective school professional is multiculturally competent and able to make sense of students’ sociocultural, socioracial, and sociopolitical backgrounds that present themselves within a classroom setting. Multiculturally competent professionals are informed as to which environmental, academic, and community factors combine to support all students’ learning and development across ages and abilities. Twenty-first century American schools are changing in dramatic ways partly because of shifting demographics in rural and urban communities and in public and private educational institutions, as well as among students who are homeschooled. These changes have produced a new generation of multilingual, multiracial children with racial, ethnic, cultural, and linguistic differences; multiple learning styles; native language learning; and changing family constellations. Some of today’s learners also come from families with multiple and/or generational family traumas and dysfunctions. These challenges and the shifts in student enrollment demographics are creating new demands on schools’ teaching and learning services.
Harper Lee’s award winning novel, “To Kill a Mockingbird,” explores prejudice, social classes, stereotypical views, and human values through the eyes of a young Alabama girl. Scout, the narrator who throughout the story will grow from age six to nine, and Jem, her brother, witness the subtle ugliness of society. The children live with their father Atticus who helps them navigate their way through Maycomb’s- the town in which they live-discrimination and harsh criticism of those who dwell in the minority.
Moreover, teaching multicultural diversity in preschool ages increase children’s awareness, appreciation and inclusion of diverse beliefs and cultures. It means that children with different needs are giving opportunities to participate in the general education curriculum based on their ages and grades. Those children are not separated by classrooms, but rather the curriculum and the rooms are conformed to meet their needs. Research shows that children are capable of understanding differences and abilities of surrounding people at the very early ages (Perlman, Kankesan, & Zhang, 2010). Therefore, a program, which fully regards to multiculturalism, allows children to explore varying cultures and create opportunities for them to recognise that even when people have various customs and traditions, they often share some similar characteristics as well. The ability to function compatibly and efficiently in a multicultural society is also promoted throughout a multicultural program. It is obvious that children are able
During the 20th century, many people were given privileges and treated with more respect, due to prejudice and bias against a particular ethnicity, race, and gender. To Kill a Mockingbird and a Raisin in the Sun were two very prominent meaningful works that reflected upon the years of racism and discrimination in the 1900s. By putting the audience and readers in perspective of African- Americans, Lorraine Hansberry and Harper Lee showcase the obstacles and challenges Africans-Americans had to face when in pursuit of a goal or ideal. They showcased the constant critical ``marginalization`` of African-Americans, and what impact the racial stereotypes had on an African-American and their dreams and aspirations. Characters are continuously challenged
The text concludes with four examples of schools that have shown success for culturally diverse students and also examines the future of culturally responsive teaching. The schools studied had to meet certain criteria in order to provide validity of the research. During the research the author examined public schools, and some charter schools. Each school had to have a large percentage of non-whites. Research by the author focused on five practices that made these schools academically successful. All five of the practices suggested in the text are beneficial for all school buildings.
This case is a dilemma facing the district on whether to continue fighting racism or provide education closer to the students. Initially, the plan to allow promote diversity was an important move that assisted in cementing the racial disintegration that existed before. Although the student had to travel for long distance to new neighborhoods, the plan assisted in bringing the Latino, black and the majority whites together. In addition, the teachers were equally diversified to ensure that they represented of the children. Apparently, the Latinos and the black families ware poor compared to their white households.
What Do You Think About the Presentation of The Black Characters In To Kill A Mockingbird?
Today’s race has become unimportant, because it’s certainly much more visible to parents. When they visit a school they may not know the social economic makeup, but get a pretty good idea about it things work. Integration mostly benefits poor Latino and black students by allowing them to attend well schools . The academic and social advantages white kids gain in integrated schools have been consistently documented by a rich body of peer-reviewed research over the last 15 years. Many social scientists and, increasingly, leaders in the business world argue that diverse schools actually benefit white kids
This article introduces diversity in the classroom. A kindergarten teacher explains how she lives in a small rural town in the South and her students are all from Caucasian families. The teacher is introduced to a new student at the age of 5 years old who's family are from Columbia. Eban does not speak any English and the teacher and students speak no Spanish Eban is afraid and feels alone and the teacher expresses the same emotion. Eban is brought to school to next day and his father mentions that he may just need a friend to help him get comfortable. The teacher places Eban beside a little boy name Yon Kim who was very kind and compassionate to Eban. The article introduces Yon Kim's background, He was found in the dumpster by his adopted
Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).